Dr. Emily Barton is a full time research assistant professor at the University of Virginia School of Education and Human Development in the Center for Advanced Study of Teaching and Learning. Dr. Barton consults for the EdTech Evidence Exchange as our Director of Research, leading research efforts to achieve the Exchange mission and vision. Dr. Barton led the research components of the EdTech Genome Project, a national effort to discover and define the contextual factors that contribute to the success or failure of edtech implementations. Dr. Barton is currently working with the Exchange team to develop and populate the EdTech Evidence Exchange Platform, crowdsourcing research evidence from educators across the county.
Dr. Barton began her career in education as a middle school special education teacher, where she was inspired by the potential of classroom technology. She strove not only to find innovative ways for technology to support learning in her own classroom but also to support her colleagues’ technology integration.
Dr. Barton received her PhD in Instructional Technology from the University of Virginia where she taught courses for preservice teachers on instructionally-grounded technology integration. Using a design thinking framework, Dr. Barton aimed to provide students with the tools necessary to implement educational technology in a rapidly changing digital world such that it adds value for student learning and addresses instructional challenges.
As a researcher, Dr. Barton has worked on the Institute of Education Sciences-funded projects such as MyTeachingPartner-Math/Science and CANLEAD. Through her work on CANLEAD, Emily focused on how leaders learn about and support technology integration such that teachers learn about and carry-out high-quality integration. She is particularly interested in mixed methods design, using qualitative methods to explore and deepen understanding of quantitative relationships. Drawing together her work in instructional design and research, Dr. Barton considers new ways to present and communicate research to a wide audience such that we can expand the reach of new knowledge.
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